The purpose of the study was born out of a perceived need to establish an assessment strategy framework for the fashion programme of one Eastern Cape comprehensive university. The study focused on one Eastern Cape comprehensive university. The programme, National Diploma: Fashion, is offered by the university at two campuses (120km apart). Although this programme is currently offered at both of the sites under the auspices of the university, disparity exists in many of the academic functions within the programme. The most challenging is assessment and the implications of a non-existent standard framework for assessment across both campuses. This research undertook to identify a framework that would best serve the Fashion programme of the researched university. Assessment in the context of this study referred to the process of both gathering evidence of student learning as well as assigning grades to that learning. The lack of an assessment framework affects the quality of assessment. Consistency in the assessment process across both campuses is important. At present assessment is not consistent as it is done independently on each campus. This lack of consistency could prove to favour students at the one campus while marginalizing students at the other campus and vice versa. Inconsistency arises from staff having no common assessment framework to refer to when assessment takes place. This study was a case study. Interviews were conducted with a sample of lecturers and students from both sites. A document analysis of relevant policies was done. The documents included the Higher Education Quality Committee document Criteria for Programme Accreditation, 2004, the South African Qualification Authority document Criteria and Guidelines for Assessment of NQF Registered Unit Standards and Qualifications, 2001, and the South African Qualification Authority document Guidelines for Integrated Assessment, 2005. University policy documents pertaining to assessment were also included in the research.The findings of this study lead to the conclusion that there is no clear assessment framework currently in place for the National Diploma: Fashion at one Eastern Cape comprehensive university. The assessment methods currently in use are not fully understood and comprehended by lecturers or students. The assessment types are limited with little or no variety as to how assessment is practiced. Although continuous assessment is advocated in the department, a lack of understanding by lecturers and students as to the true practice of continuous assessment is evident. Much of the assessment is done at the end of a teaching module, rather than embedded in the teaching module. This means that assessment is done of learning rather than for learning.

M.Cur. / Coronary stenting as a treatment method for the "in-between" patient with atherosclerosis was instituted in October 1991. It was initially used as secondary treatment to balloon angioplasty as "bail-out", when dissection or secondary closure of the coronary artery occurred. It has now become the primary method of treatment for atherosclerosis. It is apparent that there is a deficit in the information available to patients who have received a coronary stent. The objective of this study was therefore firstly to compile an information booklet for the patient who has received a coronary stent and secondly to set nursing guidelines for use on the implementation of this booklet. A literature study was undertaken on the following topics: atherosclerosis and its associated risk factors; the patient as an adult learner; coronary stents and the function of the nurse. This study showed that the literature covered the procedure of coronary stenting but not patient education. Interviews were conducted with two doctors that do coronary stenting as a method of treatment s as to determine what they see as import ant information to be given to these patients. Further interviews were conducted with patients that have received coronary stents to determine what they wanted and needed to know. From all the information gathered from the literature review and interviews, the information booklet was compiled, as well as the guidelines set for the nurse on how to implement the booklet.

M. Ed. / The learning disabled pupil often finds himself a stranger in the world of learning, in view of his backlog and difficulties in educational experiences. Research shows that these children already experience failure at the onset of schooling and are hardly ever Existing parent guidance and stress control programmes were investigated in detail. A survey indicated that there were certain guidelines and measures which could serve to design an appropriate parent guidance programme relating to stress control of learning disabled pupils. It could be concluded that the survey of literature constituting this study indicates beyond all doubt that a parent guidance programme relating to the stress control of learning disabled pupils could prove invaluable in the learning experiences and behaviour changes of these children. able to revert this failure orientation to success. Repetitive failure and persistent learning difficulties contribute to a poor self-esteem, poor achievement motivation and eventually chronic negative stress. In reviewing the literature the role of parents con= cerning their learning disabled child's experiences came to light. Parents of these children often find themselves at loggerheads with each other, their child, teachers and education systems. In braving the effort to learn, the learning disabled child needs the close understanding support of his parents. Literature indicates further that parents are viewed as the most important and accessible agents of change in a child's life.

The purpose of this study is to determine pertinent contents for a bulletin for beginning teachers in the public schools of Port Arthur, Texas. An effort is made to evaluate the findings and to make specific recommendations regarding the contents of such a bulletin.

This paper is to present a student interior design laboratory manual for Perspective Drawing 134. A mechanical and freehand approach to the grid method of perspective is used. Chapter I reviews the significance of the problem, definitions of terms of perspective, data sources and method of procedure. Chanter II explains a brief overview of perspective from primitive man to its present use in interior design. Chapter III reviews the general principles of perspective. Chapter IV presents the grid method to one-point and two-point perspective, both mechanical and freehand approaches. Included are step by step illustrations and explanations of the method. Chapter V summarizes the intent of this study.

User system interface guidelines are emerging as a tool for user interface design. However, guidelines are relatively new, and the effectiveness of guidelines in their present form is still being debated. Some designers of USI tools are attempting to place guidelines online in browsing systems, often as a part of automated USI design tools. This thesis studies the role levels of abstraction has on the detection of USI guidelines violations in user interface evaluation. Studies of online guidance systems, such as help manuals, have yielded mixed results in comparing performance when using online systems versus hardcopy manuals. This thesis also explores the effect which guideline presentation media has upon guidelines usage. / Master of Science

School districts face tremendous budget challenges and, as a result, professional development has been "trimmed" from many school budgets. (Habegger & Hodanbosi, 2011). School administrators responsible for planning professional development face a daunting task and often focus on PowerPoints, district mandated training, one-shot presentations, and workshops that are delivered by expensive experts. These types of activities lack teacher collaboration, time for sharing of ideas and opportunity for reflection and analysis (Torff & Byrnes, 2011, Coggins, Zuckerman & Mckelvey, 2010). The problem addressed in this study is that teacher professional development is usually planned by school administrators who are provided little support or training. This study used the problem-based learning approach designed by Bridges and Hallinger (1995) to determine the usefulness of a handbook for principals to utilize as they plan professional development. The handbook was developed, field tested and revised using Borg and Gall's (2003) research and development cycle. This qualitative study included surveys, observations, interviews and workshops to determine the usefulness of the handbook. The study consisted of preliminary field testing and product revision followed by the main field testing. The main field test was a workshop for K-12 school and district level administrators on how to use the handbook in planning meaningful, ongoing teacher professional development. The data collected in this study determined that the handbook,Teachers Teaching Teachers: Designing Successful Teacher Professional Development on a Shoestring Budget, is a useful tool for school administrators responsible for planning teacher professional development.

Thesis (M. Tech.) - Central University of Technology, Free State, 2009

As budget belts tighten in the public schools today, more and more schools are moving toward participation in federal Schoolwide Title I Programs to most effectively meet the needs of struggling students. This study seeks to inform school administrators how best to approach this yearlong change initiative by both meeting the needs of the rigorous federal standards and facilitating a positive school climate for staff, students, and community. Using a Problem-Based Learning method, the purpose of this study was to research, develop, and validate a handbook for shaping school culture during a major school change project while creating or maintaining a positive school culture. The handbook was developed as a resource for principals, and will ultimately be disseminated to Oregon school leaders with the goal of improving the transition process from a Targeted-Assistance Program (TAP) to a Schoolwide Title I Program (SWP). Research and development (R&D) methodology (Borg & Gall, 1989) was used to develop and validate Moving to a Schoolwide Title I Program: The Path Principals Should Follow to Maintain a Healthy School Culture. The literature review and the researcher's experience in Title I schools provided the necessary information to build the preliminary product (prototype). Field-test reviewers used an evaluation rubric to measure efficacy, practicality, effectiveness, and impact on school climate for each section of the handbook. The handbook was reviewed by three groups: principals of Title I schools, Title I directors and coordinators, and Title I compliance officials. The handbook was then piloted by the principal of an elementary school that is currently making the transition from a TAP to a SWP. Changes in the school's curriculum and innovations in the classroom, even if they are beneficial to student learning, can be challenging to the health of the school culture. Research suggests that school culture is defined by rituals, expectations, relationships, curricular focus, co-curricular activities, decision-making processes, school requirements, and a sense of the "way we do things here" (Bower, 1966, p. 22). School culture directly impacts a school's social, emotional, and academic end results. Through conversations with educators across the state, it is evident that the transition is not always sustainable or fully implemented by all staff, and many times the efforts for change are overcome by resistance, and the momentum toward change is abandoned. The handbook promotes the idea that though collaboration, shared leadership, data driven instruction, and staff buy-in, the yearlong transition process is not only possible, but it can also positively impact a variety of aspects which make up the school culture in hopes of creating a sustainable change.

University of Macau / Faculty of Social Sciences and Humanities / Department of Government and Public Administration